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Our Children Need Our Help!
04-29-2007, 06:45 AM,
#1
Our Children Need Our Help!
remember those tests you took in school that had nothing to do with education?...
well my son is 8 in second grade, and he has a ciriculum of *goals* as they speak of in this video. i think every one should watch this.. and listen before it is too late for our children.. i found goals for our states and wrote some of them out so those with no power point can get an idea what is said in some of these downloads....

http://video.google.com/videoplay?docid=7398714418354815608



http://www.ccsso.org/content/PDFs/
Session179P21Kay.ppt

THIS ONE STATES WORD FOR WORD!
EVERY STUDENT IN THIS NATION MUST BE:
AN ANALYTIC THINKER
A PROBLEM SOLVER
AN EFFECTIVE COMMUNICATOR
AN EFFECTIVE COLLARABATOR
INFORMATION AND MEDIA LITERATE
GLOBALLY AWARE
CIVICALLY ENGAGED
FINANCIALLY AND ECONOMIC LITERATE
.....................................
IN ORDER TO ENSURE OUR STUDENTS POSSES
21ST CENTURY SKILLS, WE NEED TO ASSES 21ST CENTURY SKILLS..
....................................
AND ACCORDING TO THIS DOCUMENT, THEY ARE ASSESING THESE:
CRITICAL THINKING
PROBLEM IDENTIFICATION, FORMATION AND SOLUTION.
CREATIVITY
INTELLECTUAL CURIOSITY
INTERPERSONAL AND COLLABORATIVE SKILLS
???????????????????????????????????????
AND THESE TESTS INCLUDE
USE SCIENCE TO EXPRESS POSITONS ON A SOCIETAL ISSUES,
AND SHIT GET THIS....
IN ORDER TO PASS ASSEMENT COMPONETS
YOU HAVE TO PASS 3 GOALS..
PERFORMACE AND TASKS,CONSTRUCED RESPONSE INVESTIGATIONS,OPEN ENDED QUESTIONS.
ALL 3 CATAGORIES HAVE ONE GOAL THE SAME
COMUNICATE SCIENTIFIC UNDERSTANDING...
AS TO ONE OF THE QUESTIONS THAT ARE TO BE ASKED
"IN OUR TIME SPECIALISTS OF ALL KINDS ARE HIGHLY OVERRATED, WE NEED MORE GENERALISTS
PEOPLE WHO CAN PROVIDE BROAD PERSPECTIVES
DIRECTION'S;
AGREE OR DISAGREE AND EXPLAIN THE REASONS FOR YOUR POSITON. STUDENTS SELECTS ONE OF TWO PROMPTS!
''''''''''''''''''''''''''''''''''''''
AS FOR SCORING RUBIC......
STUDENTS MUST;
RECONIZE FLAWS AND ISUES- NOT SWAYED BY EMOTIONAL ARGUEMENTS, FAULTY LOGIC, IRRELEVANT INFORMATION, ETC..
ANTICIPATES CONSEQUENCES AND IMPLICATIONS OF ALTERNATE SOLUTIONS AND STRATEGIES
WOW IS ALL I CAN SAY .....



Mining the Data in Alternate Assessments to Improve Our Knowledge of What Students Know
http://www.ccsso.org/content/PDFs/
Session159Summary.ppt
http://www.ccsso.org/content/PDFs/
Session159Title%26overview.ppt
http://www.ccsso.org/content/PDFs/Session159CO.ppt
http://www.ccsso.org/content/PDFs/Session159MA.ppt
http://www.ccsso.org/content/PDFs/Session159NH.ppt
NAEP Achievement Gaps of Black and White Public School Students: national and State Perspectives
http://www.ccsso.org/content/PDFs/Session63Bernadette.ppt
http://www.ccsso.org/content/PDFs/Session63JBANAEP
AchievementGaps%2DFramework.ppt
http://www.ccsso.org/content/PDFs/Session63SueRGap
Presentation.ppt
Implementing Value-Added Models: Policy, Technical and Psychometric Considerations for State Departments of Education
http://www.ccsso.org/content/PDFs/Session99Doran.ppt
http://www.ccsso.org/content/PDFs/
Session99slideshandout.pdf
http://www.ccsso.org/content/PDFs/
Session99VerticalandGrowthScales.ppt
eporting With No Child Left Behind: Optimizing Turn Around Time without Sacrificing Valid Results
http://www.ccsso.org/content/PDFs/Session48
ReportingforNCLB.ppt

NAEP As A Validity Indicator: Some Intended and Unintended Consequences
http://www.ccsso.org/content/PDFs/Session6
NAEPasaValidityIndicator.ppt
Where Is Student Academic Growth? Scaling for Simplicfication
http://www.ccsso.org/content/PDFs/
Session14DiscussantNotes.doc
http://www.ccsso.org/content/PDFs/
Session14FCATVS.ppt
http://www.ccsso.org/content/PDFs/
Session14Lissitz.ppt
http://www.ccsso.org/content/PDFs/
Session14ScalingforSimplificationOrr.ppt
A Framework and Approaches for Setting Cutscores on Alternative Assessments
http://www.ccsso.org/content/PDFs/Session29Kearns.ppt
http://www.ccsso.org/content/PDFs/
Session29Quenemoen.ppt
http://www.ccsso.org/content/PDFs/
Session%2029Marion.ppt
The Validity (or Lack Thereof) of Large-Scale Writing Tests
http://www.ccsso.org/content/PDFs/
Session30ThreatstoValidity.ppt
http://www.ccsso.org/content/PDFs/
Session30Writingast.ppt
http://www.ccsso.org/content/PDFs/
Session30WrtgReactionR.ppt
To CBT or Not to CBT
http://www.ccsso.org/content/PDFs/Session%2047.ppt
Selecting, Administering, and Evaluating the Use of Accommodations and Assessment for Students with Disabilities
http://www.ccsso.org/content/PDFs/Session%2061.ppt
Special Issues in the Scaling and Equating of Large-Scale Assessments
http://www.ccsso.org/content/PDFs/Session93Zhang.ppt
Growth Models: A Perspective From the States
http://www.ccsso.org/content/PDFs/Session94Gallagher.ppt
http://www.ccsso.org/content/PDFs/Session94LaMarca.ppt
http://www.ccsso.org/content/PDFs/Session99Doran.ppt
http://www.ccsso.org/content/PDFs/
Session99slideshandout.pdf
http://www.ccsso.org/content/PDFs/
Session99VerticalandGrowthScales.ppt
http://www.ccsso.org/content/PDFs/Session119
Lessonslearned.ppt
http://www.ccsso.org/content/PDFs/Session119
PeerReviewResubmission.doc
http://www.ccsso.org/content/PDFs/Session119
Wyoming.doc
THIS LIST GOES ON AND ON...
I URGE YOU TO DOWNLOAD THESE AND LOOK AT WHAT GOALS THEY ARE SEEKING!!
I AM TRULY FOOGLE BINDED!!!
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
Reply
04-29-2007, 07:12 AM,
#2
Our Children Need Our Help!
Lol, sounds like you found the right place. Good post.

I'm about 20 minutes into the google vid and that's some insane stuff. Tests that parents can't see?! WTF? Serious, serious social engineering, and looking around it seems it has been astoundingly affective.

If you can, just take your kids out of the system. It's an openly criminal government running the public school system.
[Image: 13703654.jpg][Image: rock1.jpg]
Reply
04-29-2007, 11:12 AM,
#3
Our Children Need Our Help!
Quote:THIS ONE STATES WORD FOR WORD!
EVERY STUDENT IN THIS NATION MUST BE:
AN ANALYTIC THINKER
A PROBLEM SOLVER
AN EFFECTIVE COMMUNICATOR
AN EFFECTIVE COLLARABATOR
INFORMATION AND MEDIA LITERATE
GLOBALLY AWARE
CIVICALLY ENGAGED
FINANCIALLY AND ECONOMIC LITERATE

Sounds like a good number of criteria I self apply.


MMM
Give me the judgment of balanced minds in preference to laws every time. Codes and manuals create patterned behavior. All patterned behavior tends to go unquestioned, gathering destructive momentum.
- Darwi Odrade
Reply
04-30-2007, 02:48 AM,
#4
Our Children Need Our Help!
the goals are good yes but there is a simple flaw....they are created so that they go with the flow for government control...
this video has nothing to to with math, writing, history, etc........ none of the childrens *goals* have anything to do with *subjects* it has to to do with the *goals* there is no more passing math class to graduate.
you have to meet a psychologic *goal*!!! remember when you were graded on your homework being in on time??? not any more!!! its goals....
my son goes to school and i attend an iep for him yearly!!! all kids do! not just the *labeled ones* but the *good citizens* have it done with tests that are sent thru a pc data base and your personal goals are set......



IF YOU HAVE A POWER POINT YOU HAVE TO DOWNLOAD THESE AND VIEW THEM..

EVERY THING IS TRUE AND MORE...

THEY ARE WYOMINGS CURRICULIUM GOALS...



http://www.ccsso.org/content/PDFs/Session119
Lessonslearned.ppt
http://www.ccsso.org/content/PDFs/Session119
PeerReviewResubmission.doc
http://www.ccsso.org/content/PDFs/Session119
Wyoming.doc
and a few more i thought were interesting...
Mining the Data in Alternate Assessments to Improve Our Knowledge of What Students Know
http://www.ccsso.org/content/PDFs/
Session159Summary.ppt
http://www.ccsso.org/content/PDFs/
Session159Title%26overview.ppt
http://www.ccsso.org/content/PDFs/Session159CO.ppt
http://www.ccsso.org/content/PDFs/Session159MA.ppt
http://www.ccsso.org/content/PDFs/Session159NH.ppt
NAEP Achievement Gaps of Black and White Public School Students: national and State Perspectives
http://www.ccsso.org/content/PDFs/Session63Bernadette.ppt
http://www.ccsso.org/content/PDFs/Session63JBANAEP
AchievementGaps%2DFramework.ppt
http://www.ccsso.org/content/PDFs/Session63SueRGap
Presentation.ppt
Implementing Value-Added Models: Policy, Technical and Psychometric Considerations for State Departments of Education
http://www.ccsso.org/content/PDFs/Session99Doran.ppt
http://www.ccsso.org/content/PDFs/
Session99slideshandout.pdf
http://www.ccsso.org/content/PDFs/
Session99VerticalandGrowthScales.ppt
eporting With No Child Left Behind: Optimizing Turn Around Time without Sacrificing Valid Results
http://www.ccsso.org/content/PDFs/Session48
ReportingforNCLB.ppt

NAEP As A Validity Indicator: Some Intended and Unintended Consequences
http://www.ccsso.org/content/PDFs/Session6
NAEPasaValidityIndicator.ppt
Where Is Student Academic Growth? Scaling for Simplicfication
http://www.ccsso.org/content/PDFs/
Session14DiscussantNotes.doc
http://www.ccsso.org/content/PDFs/
Session14FCATVS.ppt
http://www.ccsso.org/content/PDFs/
Session14Lissitz.ppt
http://www.ccsso.org/content/PDFs/
Session14ScalingforSimplificationOrr.ppt
A Framework and Approaches for Setting Cutscores on Alternative Assessments
http://www.ccsso.org/content/PDFs/Session29Kearns.ppt
http://www.ccsso.org/content/PDFs/
Session29Quenemoen.ppt
http://www.ccsso.org/content/PDFs/
Session%2029Marion.ppt
The Validity (or Lack Thereof) of Large-Scale Writing Tests
http://www.ccsso.org/content/PDFs/
Session30ThreatstoValidity.ppt
http://www.ccsso.org/content/PDFs/
Session30Writingast.ppt
http://www.ccsso.org/content/PDFs/
Session30WrtgReactionR.ppt
To CBT or Not to CBT
http://www.ccsso.org/content/PDFs/Session%2047.ppt
Selecting, Administering, and Evaluating the Use of Accommodations and Assessment for Students with Disabilities
http://www.ccsso.org/content/PDFs/Session%2061.ppt
Special Issues in the Scaling and Equating of Large-Scale Assessments
http://www.ccsso.org/content/PDFs/Session93Zhang.ppt
Growth Models: A Perspective From the States
http://www.ccsso.org/content/PDFs/Session94Gallagher.ppt
http://www.ccsso.org/content/PDFs/Session94LaMarca.ppt
http://www.ccsso.org/content/PDFs/Session99Doran.ppt
http://www.ccsso.org/content/PDFs/
Session99slideshandout.pdf
http://www.ccsso.org/content/PDFs/
Session99VerticalandGrowthScales.ppt
http://www.ccsso.org/content/PDFs/Session119
Lessonslearned.ppt
http://www.ccsso.org/content/PDFs/Session119
PeerReviewResubmission.doc
http://www.ccsso.org/content/PDFs/Session119
Wyoming.doc
THIS LIST GOES ON AND ON...
I URGE YOU TO DOWNLOAD THESE AND LOOK AT WHAT GOALS THEY ARE SEEKING!!
I AM TRULY FOOGLE BINDED!!!




this is globalization[i][u]..
Free Trade" is the central mantra. Globalization is set against national sovereignty, closed borders, trade tarrifs and anything that would restrict its goals and methods used to achieve them.
these are *goals* to now graduate:

AS FOR SCORING RUBIC......
STUDENTS MUST;
RECONIZE FLAWS AND ISUES- NOT SWAYED BY EMOTIONAL ARGUEMENTS, FAULTY LOGIC, IRRELEVANT INFORMATION, ETC..
ANTICIPATES CONSEQUENCES AND IMPLICATIONS OF ALTERNATE SOLUTIONS AND STRATEGIES
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
Reply
05-04-2007, 07:00 PM,
#5
Our Children Need Our Help!
http://www.myspace.com/wsasglobalizationgoals keep updated... here is my site

I am still waiting for Wisconsin Board of Education to call me....

One thing i urge every person in Wisconsin to do, is call (800) 441-4563

and ask them abut the wsas tests. tell them you would like to see the test your child will be taking!!

will it take too much time out of your day?

are you afraid of what you will hear?

dont have time to stand up to your state?

thats fine!

i will, and i have no intention of backing down!

but i need you to just plain know the truth..

call your school!

im not asking for rallys, im not asking for petitions, im only asking you to make a phone call!!!

if it makes you feel better tell them a nut case is bombarding the i net, saying our kids are taking these tests, its ok they know who i am, they know what i am doing! and they are scared
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
Reply
05-04-2007, 07:00 PM,
#6
Our Children Need Our Help!
1997 test (now revised as wsas)


In Oregon 1997 a woman noticed a test sticking out of her sons backpack, she took issue to court and won. they stoped the testing.. or did they?

this is the test field they do not show you!

this is what they hid from you in 97...



i know i remember taking similar tests in school

From: "Bob&Barbara Tennison"
Subject: Respond: Re Appraisal of values
Date sent: Sun, 19 Oct 1997 17:18:33 -0700


The values appraisal that Peg printed in her publication originally came
from, (guess where?), yep, Cottage Grove High School. We discovered it in
1993/94 and found that it had been around for about 10 years in our school.
Shortly after we had it removed from our curriculum it began appearing in
other schools across Oregon and the country.


The Values Appraisal comes from the "Search Institute of Minneapolis,
Minnesota and is properly titled "Search Institute Profiles of Student
Life."


Please read following posts for actual letters sent to parents.


Barbara (BET)


Subject: Re Appraisal of values




>Some one just wrote about his daughter receiving an appraisal of values
>The piece he shared appears to be going down in a number of states, as

shared
>by Peg Luksik
>
>Up Close
>
>published by National Parents Commission Peg Luksik, Editor
>
>Winter 1997
>
> Values Appraisal Scale
>
>The purpose of this activity is to let you appraise your own
>values and compare them to those of other students throughout
>the nation Number your answers in the following manner:
>
>10= definitely true
>
>7= mostly true
>
>5= undecided whether statement is true or false
>
>3=mostly false
>
>0=definitely false
>
>
>
>___1. I have a regular physical check- up by my doctor every
>year.
>
> ___ 2. I will regularly take my children to church.
>
> ___ 3. I enjoy attending musical concerts.
>
> ___ 4. It is important to me to have a lot of friends.
>
>____5. 1 donate to charities that I feel are worthwhile.
>
> ___ 6. I envy the way that movie stars are recognized wherever
>they go.
>
>____7. 1 would like to have enough money to retire at age 50.
>
>____8. I would rather spend an evening at home with my family
>than out with friends.
>
>____9. 1 enjoy making decisions which involve other people.
>
>___10. If I had the talent, I would like to write songs.
>
>____ 11. I have a close relationship with either mv' father or
>my mother.
>
>____12. I have taught a ~unday school class or have otherwise
>taken active part in my church. ____ 13. 1 am willing to spend
>tinie helping another sIuden~ who is having difficulty with
>his/her studies.
>
>___14. Even at the same salary, I would rather be the bo~s than
>just another worker.
>
>___15. 1 have a special appreciation for beautiful thii~gs.
>
>___16. If I had the talent, I would like to appear regularly on
>television.
>
>___17. 1 would like to counsel people and help them with their
>problems.
>
>___18. 1 would enjoy associating with movie stars other
>celebrities.
>
>___19. I have a regular dental check-up at least once vear.
>
>___20. I enjoy writing short stories.
>
>___21. I would rather spend a summer working to monev than to go
>on a paid vacation.
>
>___22. 1 like to attend parties.
>
>___23. 1 think that it would be fun to wflte a play fo
>television.
>
>___24. I believe in a God who answers prayers.
>
>___25. 1 prefer being an officer than just a regular member.
>
>___26. 1 would spend my last $1OO for needed dental work rather
>than for a week's paid vacation in my favorite resort.
>
>___27. I enjoy giving presents to members of my family
>
>___28. If I were a teacher, I would rather teach poetry than
>math.
>
>___29. I often have davdreams about things that I like to do if
>I had the money.
>
>___30. 1 enjov giving parties.
>
>___31. am willing to wrile letters for old or sick
>
>_____ 32. It would be verv satisfying to ad in movies television.
>
>___33. When I feel ill I usually see or call a doctor
>
>___34. I believe that tithing (giving 1/10 of one's earnings to
>the church) is one's duty to God.
>
>___35. 1 enjoy taking part in the discussion at the h~milv
>dinner table.
>
>___36. 1 enjoy visiting art museums.
>
>___37. I like to write poetry.
>
>___38. I like to be around other people most of the time.
>
>___39. When with a friend, I like to be the one who decides what
>we will do or where we will go.
>
>___40. Someday I would like to live in a large expensive house.
>
>___41. I pray to God about my problems.
>
>___42. If I knew a family that had no food for Christmas dinner,
>I would try to provide it.
>
>___43. I like to spend holidays with my family.
>
>___44. I like to see my name in print. (newspaper)
>
>___45. I would rather take a class in freehand drawini,~ than a
>class in math.
>
>___46. I do not like to spend an entire evening alone.
>
>___47. Ifthe salary were the same, I would rather be the school
>principal than a classroom teacher.
>
>___48. I have expensive tastes.
>
>___49. I can tell the difference between a really fine painting
>or drawing and an ordinarv one.
>
>___50. If I had regular headaches, I would consult a doctor even
>if aspirin seemed to lessen the pain.
>
>___51. I have several very close friends.
>
>___52. I expect to provide music lessons for my children.
>
>___53. It is important to me that grace be said before meals.
>
>___54. I sometimes miss sleep to visit with late company.
>
>___55. I usually get at least 8 hours sleep.
>
>___56. I like to design things.
>
>___57. I like to be looked up to for my accomplishments.
>
>___53. I would feel a sense of satisfaction from nursinL' a sick

>person back to health.
>
>___59. I care what my parents think about the things I do.
>
>___60. I daydream about making a lot of monQy.
>
>___61. I like to be the chairnian at meetings.
>
>___62. It is thrilling to come up with the original idea and put
>it to use.
>
>___63. I believe that there is life afier death.
>
>___64. 1 would welcome a person of another race as a neighbor.
>
>___65. If I were in the television field, I would rather be an
>actor than a script writer.
>
>___66. I enjoy decorating my room at home.
>
>___67. I enjoy a picnic with my family.
>
>___68. As an adult, I want to earn a much higher salary than the
>average worker.
>
>___69. I am careful to have a balanced diet each day.
>
>___70. I ofien influence students concerning the classe~ in
>which they enroll.
>
>___71. I would like to be written up in Who's Who.
>
>___72. I read the bible or other religious writings regularly.
>
>___73. If I were in the clothing industry, I would enjoy

>creatin',,~ new stvles.
>
>___74. I look forward to an evening out with friends.
>
>___75. When I am with a group of people, I like to he the one in
>charge.
>
>___76. I dislike being financially dependent on others.
>
>___77. When a friend is in trouble, I feel I must comfot
>him/her.
>
>___78. I love my parents.
>
>___79. I almost never skip meals.
>
>___80. I have a collection of phonograph records.
>
>___81. I have a particular friend with whom I discuss problems.
>
>___82. I believe that God created man in His own imaec.
>
>___83. I enjoy buying clothes for members ofmy familv.
>
>___84. I enjoy having people recognize me wherever I am.
>
>___85. I like planning activities for others.
>
>___86. I do not smoke.

>
>___87. I feel good when I do things which help others.
>
>___88. Someday, I would like to write a novel.
>
>___89. I would put up with undesirable working conditions in
>order to work at ajob which paid extremelv well.
>
>___90. I belong to several clubs and organizations.
>
>___91. If I ask God for forgiveness, my sins are forgiven.
>
>___92. I would enjoy having my picture in the school yearbook
>more than it has been in the past.
>
>___93. I often organize group activities.
>
>___94. When I see a newly constructed building, I see its beauty
>as well as its practical use.
>
>___95. I respect my father and my mother.
>
>___96. I like to design or make things that have not beci made
>before.
>
>___97. Some of the hobbies that I would like are quite
>expensive.
>
>___98. I enjoy classical music.
>
>___99. I would never use potentially' harmful drugs because of
>what they might do to my' body.
>
>__100. I am kind to animals. The Survey h~s d scorirg ~uide,
>called Rate Your Values.
>
>
>
>"The nurnbers of the one hundred statements that you just rated
>are listed under the appropriate values the chart below.... To
>determine your rating for each value. write the number that you
>chose for each statement on the blank next to the statement
>number. Then add the riumbers in each column to get your total
>for each value.
>
>Categories of Values were:
>
>Fame: #6, 16, 18, 32, 44, 57, 65, 71, 84, 92
>
>Money:#7 21 29, 40, 48, 60, 68, 76, 89, 97
>
>Power #9,14, 25, 39, 47, 61, 70, 75, 85, 93
>
>ReIigion: #2, 12, 42.12, 24,34, 41, 53, 63, 72, 83 91
>
>Humanitarianism:: #5, 13, 17, 31, 42, 58, 64, 77, 87, 100
>
>Family #8, 11 ,27, 35, 43, 59 ,67, 78, 83, 95
>
>Health #1 19 26, 33, 50, 55, 69, 79, 86, 99
>
>Aestetics: #3, 15. 28, 36, 49, 59, 66, 80, 94, 98
>
>Creativity: #10, 20, 23, 37, 45, 56, 62, 73, 88, 96
>
>Social Contact. #4, 22, 30, 38, 46, 51, 54, 74, 81, 90
>
> The completed Survey was found in a student's portfolio in
>Cottage Grove, Oregon, one of the pilot school districts for the
>Certificate of Initial Mastery. It has also surfaced in OBE
>districts in Connecticut, North Carolina, and Pennsylvania. Why
>are student values being scored and collected in permanent
>portfolios? Does career track placement depent in part on the
>values profile of the student?
>

full report here:

http://www.arthurhu.com/97/08/value3.txt
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
Reply
05-04-2007, 07:02 PM,
#7
Our Children Need Our Help!
questions i want answered..


Why would the government, deny giving the psychological testing, when it is in their handbook..?( witch has been removed and replaced)..{no worries the forum will contain this hand book and will be free to download from our servers}

why is it illegal for me to view and an order to have it destroyed after signing confideality papers? http://dpi.wi.gov/oea/pi28testax.html
( if you go to the url above you will find this) { if you go to wisconsin Board of Education offical web page you will find in its place something you would like to hear about a test that was given in 2005.) oh its perfectly legal to view these by the way! with written consent and approval from the school baord that is}

but why? is it soooo secret????

another question i have is that when our kids take these tests on their personality and are scored, who is to say witch answer is correct!? if one is scored, their must be an answer!

one of the books used to write this test is.....
Verhoeven, Ludo and John H.A.L. De Jong, eds. The Construct of Language Proficiency: Applications

of Psychological Models to Language Assessment. Amsterdam: John Benjamins Publishing

Company, 1992
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
Reply
05-04-2007, 07:04 PM, (This post was last modified: 05-04-2007, 07:05 PM by silentchatterbox.)
#8
Our Children Need Our Help!
all i can say is:
i am the proud parent of an 8 year boy who is being forced to partake in a scored psychological test.
and i refused. and i also plan to take them to court to stop scoring/grading children on psychological tests.
its happening all over the US.
it is a section of the WSAS test. im trying to reach parents all over the us to ask their childs teachers about WSAS testing...
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
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05-04-2007, 07:15 PM, (This post was last modified: 05-04-2007, 07:16 PM by silentchatterbox.)
#9
Our Children Need Our Help!
did you know we were graded on them???
not sure if we were, but they are now!
and how do you grade; how somone is to think?

Quote:Yep our children need our help
to save them from the brainwashing education systems that exist

Well informed post silentchatterbox
you certainly made my self jump out of my seat when mentioning
Quote:remember those tests you took in school that had nothing to do with education?
I WILL PROTECT MY SON IF IT MEANS PROTECTING HIM FROM HIS OWN GOVERNMENT
Reply
05-08-2007, 08:07 PM,
#10
Our Children Need Our Help!
Quote:did you know we were graded on them???
not sure if we were, but they are now!
and how do you grade; how somone is to think?

You grade how someone think base on your own belief system. Therefore, forget about free thinking.

I don't remember though, taking tests like that when I was in school. I was rather the usual "grade your school" stuff. But I also do not live in the US. Maybe there's a connection.

I do remember back in College that the only thing I would have to do in order to get good grades was to re-write what the teacher said during class. It's also not a coincidence if there's a lot of high school dropouts who are extremely creative. The school system kills the creative process and put you in a mold to think like everybody else. Have a 10 year old today say that he doesn't believe in GW and tomorrow, you'll have a phone call from the school.
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05-09-2007, 11:23 PM,
#11
Our Children Need Our Help!
I´m on a parents forum and it seems from posts there that the main goal of school seems to be "fitting in" and "learning how to do as you are told,in preperation for the adult world". Academic achievement isn´t considered too important, which is a good thing since schools fail miserably in that area nowdays.
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